| dc.creator (作者) | 周啟葶 | zh_TW |
| dc.creator (作者) | Chou, Chi-Ting | en_US |
| dc.date (日期) | 2013-09 | - |
| dc.date.accessioned | 8-May-2018 16:28:50 (UTC+8) | - |
| dc.date.available | 8-May-2018 16:28:50 (UTC+8) | - |
| dc.date.issued (上傳時間) | 8-May-2018 16:28:50 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/117091 | - |
| dc.description.abstract (摘要) | This study investigates the effectiveness of applying Readers` Theater as remedial instruction for underachieving students. The participants of the study are 49 underachieving Freshman English students. The experimental group was taught using Readers` Theater as remedial instruction, and the control group received regular remedial instruction. The purpose of the study is to assess the effectiveness of instructing underachieving English learners using Readers` Theater by measuring changes in their speaking and reading abilities, English learning outcomes, and English learning attitudes. Qualitative data was obtained by administering pre- and post-tests gauging oral reading fluency, English learning achievement, English self-efficacy, English learning anxiety, and English learning motivation as well as collecting interview data to gain a deeper understanding of student reactions to the use of Readers` Theater. The results of the study indicate that the experimental group performed significantly better than their control group counterparts in terms of oral reading fluency, English learning achievement, English self-efficacy and English learning motivation, but did not display significantly lower English learning anxiety. Furthermore, the incorporation of diverse teaching strategies in a comfortable and supportive learning environment facilitated the successful application of Readers` Theater. | en_US |
| dc.description.abstract (摘要) | 本研究探究應用「讀者劇場」於低成就學生補救教學之成效。研究對象是49位英語低成就大一學生。實驗組接受讀者劇場融入英語補救教學，控制組接受一般英語補救教學。研究目的為瞭解讀者劇場對英語低成就學生在口語閱讀、英語學習成就和英語學習態度的改變情形。量化資料包括口語流暢度評量、英語學習成就、英語自我效能、英語學習焦慮和英語學習動機調查問卷前後測。並且蒐集訪談資料，以更深入了解學生對讀者劇場教學的反應。研究結果顯示，實驗組學生在口語流暢度、英語學習成就、英語自我效能、英語學習動機方面，皆顯著高於控制組學生，但英語學習焦慮並未顯著低於控制組學生。此外，教師以多元的教學策略，以及溫暖、支持性的學習環境可促進讀者劇場實施成效。 | zh_TW |
| dc.format.extent | 493138 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Taiwan Journal of TESOL, 10(1),77-104 | - |
| dc.relation (關聯) | 臺灣英語教學期刊 | - |
| dc.subject (關鍵詞) | Readers` Theater ; remedial instruction ; English teaching | en_US |
| dc.subject (關鍵詞) | 讀者劇場 ; 補教教學 ; 英語教學 ; | zh_TW |
| dc.title (題名) | A Study on the Effectiveness of Applying “Readers’ Theater” as English Remedial Instruction for Underachievers | en_US |
| dc.title (題名) | 應用「讀者劇場」於低成就學生英語補救教學之成效研究 | zh_TW |
| dc.type (資料類型) | article | - |
